An Action Research on Applying Dalcroze Approach In the Elementary Music Curriculum

• Main Authors: LEI, YI-HSUAN, 雷憶萱
• Other Authors: 呂昭瑩
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/58003387400319923328

碩士 === 國立高雄師範大學 === 音樂學系 === 105 === Abstract The purpose of this study was to examine the outcome of applying Dalcroze Approach in the music curriculum of fourth graders. The researcher designed a Dalcroze Approach—oriented curriculum based on the topics and contents suggested by the textbook, the researcher then taught the 40-minute class weekly for sixteen weeks. The study was designed to be a two-phase action research to find out the dilemma the researcher encountered, then part of the selected curriculum was revised and taught again in the second phase. Student’s learning outcome in solfège and eurhythmics were also examined. The subjects were a fourth grade class (N=29) in an elementary school in Kaohsiung, Taiwan, where the researcher holds a full time position as the music teacher. Data of the study included: reflective journals of the researcher, observation chart of the Dalcroze expert, pre- and post-music ability tests given to the students before and after the curriculum, and student feedback charts. All classes were video taped for the researcher to reflect, and for the expert teacher to observe. Quantitative data were analyzed using paired t-test and descriptive analysis. Conclusions were as follow: 1. Through this action research, the researcher were given advise from a Dalcroze expert teacher. The researcher was able to discuss the problems encountered and receive suggestions from the expert to figure out solutions, which improved the researcher’s teaching experience in solfège and eurhythmics. 2. The researcher, as a music teacher, should enhance her familiarity of Dalcroze approach and broaden the curriculum content to better connect with students’ life experience. 3. Applying Dalcroze approach in the music curriculum, including solfège and eurhythmics, increased the opportunity for students to pay attention to music, enhance their musical thinking. 4. Students had positive feedback regarding Dalcroze approach, they were able to experience various musical elements in a non-traditional way, and they were more motivated to participate in music classes. Four out of seven musical ability tests demonstrated significant improvement. 5. Music teachers need to reflect on their teaching, be involved in professional development to enrich their eurhythmics experience. Key words：Dalcroze Approach, music curriculum design, action research